Distr=
LIMITED
6 Hay 19P1
Criminal, EIIGLISR
i:C0L-JOI.".IC CCIi-TCfSIOW FOR ilFMCA
African Institute for Hi rite r technical c; ano Research
Extra-Ordinary meeting of the Coveming Council
iir; AI.-cLa, 15 - 16 June 19^1
CObPSl- fCHEDULi^ TCP y?T lTS OF T"2
co'ur.gi * .1 - b .& c_
Table and Courses for a Starting Procframne on;.
Practical Workshops in I-ducational and Coirwunicational Technology
A- Rationales Technical Teacher/I'ducator/In'structor training has
for lone been identified as ore of the acutely needed facilities in the region's efforts to natch its ec'ucrtiohal performance with its growing industrialisation needs. It ranks with the agro-industries in the"first-phase priority fields of activity of the. Institute?
however,, its bourgeoning application :nd adaptation of modern corcmunicational and electromechanical techniques sr-s as recent as the acknowledged didactic efficiency of these techniques is world wide. On account of the former, the current generation of teachersf educators and instructors at all levels is not generally well-
acquaintsc with the most effective of these techniques, largely because these last involve technical and theoretical appreciations that are discontinuous with the teachers' backgrounds.
Consequently upgrading or retraining in the application, use and maintenance of educational and reprographic nedie irate-rials and of coiamunicational techniques relevant thereto - all usually referred to as educational technology - is one of the first areas of concern of the Institute. Its choice is favoured by the availability locally of more resources in this than ir. r^ost other disciplines.
Bo Title of Courses % Educational and Gomnunicational Kediz.
Appliances for: (i) Technical teacherst (ii) technics1 Instructors.
C= draining Fields catered fors fchools Broadcastingg Flass
Education, Distance Teaching by PacUo:an' Television, Open Universities
Technical Reaching/Education am? fcience Teaching in Colleges,Polytechnics and Universitieso
Dd Durations About 3 month .cycles starting in July, 10P1.
E. Target Groups: The Course should be adapted to several hoxno- geneous groups of teachers ir. the follov/ing categories?
(a) Experienced graduate teachers of technicalf science and agricultural courses in polytechnics and universities, who are of entirely technical backgrounds and have not had much
acquaintance with modern educational technology, materials
theoryo
(b) Graduate technical teachers, young to exnoriencer', who are furnished with modern educational theories but have little
practical acquaintance with the technical processing of
information and educational media materials.
PAiHryAIKTTF/GC/III-S/2/ri
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(c) Technicians, non-graduate school teachers and technical Instructors in-such professions as radio and television ._ , . , production : (including schools broadcasting),, agricultural
extension work, and telecommunications and factory pro ductions schools, vhose performance would be considerably improved by the appropriate use of educational technology materials.- The nrecise duration for the. irdivid.ua 1 groups
(a) , (b) and (c) will I:c determined by the resource personnel
but should not be less than 3 months.
Time-I'able and Courses for Initial Programmes on?
(i) Instrumentation and Petrologyo (ii) Special Foundry Processes.
A. Rationale
The S-reries (or Cpccial-Diploma, F. Dip.) Programmes; are aimed
to impact on a variable snectruir. of sub-professional, highly needed
skills in fields of either such rrodern development or such restricted but critical manpower neods that they are usually by-passed as^unviable or unfeasible by national training programmes. Technicians in electromechanical engineering for instance as clistrinct from
electrical or niechanical engineering, specialised computer technicians,- aircraft maintenance crews, space communications, nuclear reactor and explosives-handling technicians, etc. Their particular reed stems from the fact that owing to their conditions of: development, the most effective technicians are also the rost specialised in a particular skill. The Fpecial Diplor.a technologist should be as proficient^in
the materials', machining arc iranufacture of all or parts of particular
equipment and subsystems as in their assembly and operation, their maintenance and normal and emergency repairs. He differs from othertechnologists in developing a vertically integrated proficiency throughout tho life history, fro?-., parts manufacture to the system maintenance, of the equipment anc' instruments in his special field.
In the Institute such would, be fields in.which it is irnnossible because of manpower shortages, or uneconomicalP for a national institution to arrange for training, entrance into the course v?ill be restricted to senior technicians with or without a full secondary educational back
ground but who.are clearly identifiable with at least one major skill
operates for at least s-even years e.g. foundry technology, powerstation maintenance, tools and components rachining, electronic instrunentation, possible to schedule the programme for ?. to 3 senesters only.
rpecialist Diploma. (P.Dip..) in the field of?
(i) Instrunentation anc I^etrolocy, or
(ii) Special Foundry anc: Metallurgical Processes.
Paae 3
The nrocranires, Instrumentation (and retrology) or Foundry (anc". ' etaliurgical) Precedes, according to the choker degrees of comprehensiveness can be offered at tv;o levels.* L-ut it is vjrepose*"*
to start with a Specialist Dinlor.a ^rocxrrre. vhic'-'.is adjv'gec; to be the one of greater neeC £-,t the r'orent and in th.3 irjv^c.ia-te future for inportr- negotiations ar.O substitutions,, refineries and the
nuiiiufacturinc anc? process industries, stanclarus bodies, cnc' rroc-uctc quality snc3 reliability assossement ir the one c?3e or fcr the
metals. uic.chines ar\£ toolinc- industries in which ni^ite a few nerrber svates should be engaged *7ithin five years, in tlu- ot'.cr. TMco as a course, it should, need p rrinii u:- of ar'c-itions to instruremts
existing in tl-a Institute's host institutiors. It. shovlt'' \-e offeree!
therefore as a 3-sepicstcr (Kar.irur) ^rograrrr.c vith scn;o floxibiliiy to allow :ror an envisages vri^'e variation in entrants' bee'-grounds.
Course Outlines
1. f'"2 f"erics (3-Sonter.terG) InRtru^entation (anc I otrolocy) f rprcial ^our^ry (ar/*' ? etallurgicrl) Processes
Contact T:ours
^0" Project
50 rolir? Mechanics/I "etalp 'j e 50 Properties of Fluids/f
1"^ Technical f"aths/tusiness J-'aths
100 .'echar.ical anc* I'le^trical Materials Trcx crties,. ?nr Tests 1°C .'^chanical ar'~ T lectrical ^raftira
17r- i lectroroechanicrl Vihrr.tiors/Keat TrcPtroiit Processes arc J'etal Toming;
1CC ' etrology arr" ..ool" ^ecI:nolo,y/Furnace 7>esirr.
3C0 ' Irctromechanical lustrurT.rtation/Founc'ry 1-ochnology e»nd I-etallurgy
lrr Industrial :..lcotronics/Irf-"'ustrial I 75 Electrical 'lechrology
1"? Production ricchi".ol.ogy enci furlity Control
I r>jor Projects
rreject Frilosophy ar.J. !j ypr - Tcr r lar^c pert of thr: early period leafing up to the ac^uisitior- of r.anufacturin'" cr^arility
tlist *<»ill hopefully be realic^c1 tl-.rouch the project strategy anong others, tliz- project type ' hat tl'ie Ir^.titute's forr;al curricula neec to su^'port arc the technclogy-a-a^tation anc". replication variety.
These induce; the unpackciring ?r/ testing, c]isassei:h3.y stuc'y anc analysis (structurally anc furctionally) , reassert ly ar--; roteating, lea. "i:ic" in tiv.e to the rr=:?air.. atlrtpta^ion anc1. replication capabiliti<?«
on ol«. e'mipnent ^reviousl*^ ir: gercral use or on eguiprent involvii-' special nevr technique«
PA^iK/AIIITTR/GC/II I-<r/V r
Pacre 4 .
The projects concentration on real-life equipment an6 techniques unhesitar*t familiarity with all aspects of which is
the crucial -skill' demanded, by the world of work, enhances the ' problems-solving orientation of the entire thrust of the Institute's programme ar-d leads most O.irebtly, practically and cost-effectively to new skills and technology developrent, without due losses through equipnent damage. The learning of the principles and practice of original design proceeds hand in-hanf v?ith 'doing; real-life
maintenance routines, ar/. this combination is the best expression df.engi neeri^g training.
Course Numberand Duration Wl-c (3months) Wl-E (3months) S~3/F (1Cmonths)
£ » 3/H '
(18months)(a)CourseTitle (b)TraineeGroup (a)UseofTechnical Appliancesin Educational Technology (b)TechnicalEdu cationand ScienceEduca tionteachers& Instructors(non- graduates)of1-2 yearspractice (a)Ditto (b)Dittobut graduate teachers (a)Instrumentation Specialisation (b)Medium-leveland SeniorElectrical (a)FoundryProcess Specialisation (b)Medium-leveland Seniormechanical engineering technicians
Dates (a)~Planned -Call (b)-Application (lastdate) (a)May,1981 (b)_June1, 1981 (a)_May1981 (b)Junelr. 1981
PAMM/AIHTTR/GC/III-S/2/81
Page5 (a)_July1, ,.1981 (b)August 15,1981 (a)-July1, -1981 (b)August15, 1981Trainees,perCountry Maximum.Average Propo-Accept- salsance
Class Size 25 25 15 15
Course Commenc ement
Total Estim ated Fellow ships CycleI July1, 1981 CycleII Oct.12, 1981 Ditto September 28,1981 Ditto
30 20 10 10
Award Work shop Certi ficate Ditto S.Dip Specia list Diploma Ditto
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Time-Table March 1981
Announce initial Courses
For Technical Teacerss Course Wl - C ) Modern Teaching Aids in For Instructorss Course Wl - C ) Educational Technology For Technicianss Course S3 - Ef Instrumentation and Metrology
Course S3 - M, Special Foundry Processes April 1981
Correspondence with potential donor governments and institutions on the recruitment of identified resource personnel.
Host Government seconds identified senior administrative and supporting staff to Institute. These follow up with all donor governments on remaining staff secondements.
Advertise to hember Governments the initial training courses, trainees' qualifications, quotas and fees? and publish the dates for
applications and admissions.
April 20, 1981
Administrative arrangements at Headquarters for receiving all seconded staff from Member States; and communications with such staff on
teaching programmes„
Arrange for all identified local teaching staff participation in course starting in July,
May 1981
Seconded staff arrivals start.
Schedule all teaching and training facilities.
Procure urgent, unavoidable complements of initial teaching equipment and materials.
June 1 - 10, 1981
All Seconded staff arrive to prepare training programmes and projects.
June 10-30, 1981
Complete preparations for first Course Cycle, including arrangements for admitting and housing trainees.
July 1, 1981
First Cycle starts for two classes of about 25 trainees each.
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September lt, 1981
Second Cycle startss two new classes overlapping last month of First Cycle.
November 1, 19SI Third Cycle startso
Trainee Population Target
150 (or 450 man-months) in the first half-year.
MBs The time schedule for the various courses will be adjusted to later dates when funding is assured.